• 作者： 李賢哲、樊琳、張蘭友
• 作者服務機構： 國立屏東師範學院 自然科學教育學系;高雄市漢民國小
• 中文摘要： 本研究採兼具質性研究與量化調查的設計，以半結構式操作晤談和開放性問卷收集學童電池相關之概念，藉以設計雙層選擇題式診斷測驗來蒐集學童對電池的各種概念、概念類型和探究其初步成因。分析現行及九年一貫課程關於電池概念的架構，結合文獻、學者專家、國小自然教師與兒童生活經驗，發展命題敘述與目標概念圖，據以編製電池概念的晤談題幹與開放性問卷；再以晤談與問卷所得之各種概念的想法敘述，編製雙層選擇題式診斷工具，對1007位國小高年級學童進行施測。結果顯示，於電池電路的概念類型與總分表現，除了台南與屏東兩地區學童電池概念總分有顯著差異外，於年級、性別和其他地區間，彼此間並無顯著性的差異；學童普遍持有許多的先前概念或另有概念，並進一步分析與歸納概念類型的屬性，分成無特定內容（content free，CF）與電池主題相關之特有（content specific，CS）概念類型，其特性相當契合與本研究相近之國內外文獻結果。顯示電池方面的另有概念，在不同的國家、地區和年齡，具有普含性。
• 英文摘要： In this research, we applied both qualitative and quantitative research designs to investigate alternative conceptions (AC) of primary school pupils. Our theoretical studies from related literature have shown emphases on physical meaning, the effects drawn by the philosophy of science and the paradigms of concept research. Concept research on batterys is concentrated on comprehensive and integrated investigation. Concept into practice research is plotted into four steps: 1. analyze the context regarding the battery in present primary school curricula; 2. summarize propositional statements and develop a target concept map; 3. edit protocols for interviews, open-ended questionnaires, and a two-tier diagnostic instrument (TTDI); 4. collect and analyze pupil's pre-instructional conceptions and alternative conceptions from pupils using the tools described above. Results from our TTDI on more than 1,000 pupils show that the properties of their alternative conceptions (AC) can be categorized into content free and content specific. Conception models (CM) are presented according to the properties of AC. Our joint venture on concept formation research has been affected by the four temporal paradigms formed at certain prominent historical landmarks in science conceptions research. Our data also show some similarity and generalization with the literature on science conceptions research.
• 中文關鍵字： 另有概念、診斷測驗、電池、概念類型
• 英文關鍵字： Alternative Conception, Diagnostic Instrument, Battery, Conceptual Category